Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

As an advanced practice nurse, you will likely experience patient encounters with complex comorbidities. For example, consider a female patient who is pregnant who also presents with hypertension, diabetes, and has a recent tuberculosis infection. How might the underlying pathophysiology of these conditions affect the pharmacotherapeutics you might recommend to help address your patient’s health needs? What education strategies might you recommend for ensuring positive patient health outcomes?For this Discussion, you will be assigned a patient case study and will consider how to address the patient’s current drug therapy plans. You will then suggest recommendations on how to revise these drug therapy plans to ensure effective, safe, and quality patient care for positive patient health outcomes.

To Prepare

Review the Resources for this module and reflect on the different health needs and body systems presented.Review the complex case asisgned by your Instructor for this Discussion.

Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient case study you selected.

Post a brief description of your patient’s health needs from the patient case study you assigned. Be specific.

Then, explain the type of treatment regimen you would recommend for treating your patient, including the choice or pharmacotherapeutics you would recommend and explain why.

Be sure to justify your response.

Explain a patient education strategy you might recommend for assisting your patient with the management of their health needs.

Be specific and provide examples.

Case Study

A 66-year-old, 70-kg woman with a history of MI, HTN, hyperlipidemia, and diabetes mellitus presents with sudden-onset diaphoresis, nausea, vomiting, and dyspnea, followed by a bandlike upper chest pain (8/10) radiating to her left arm.

She had felt well until 1 month ago, when she noticed her typical angina was occurring with less exertion.

Electrocardiography showed ST-segment depression in leads II, III, and aVF and hyperdynamic T waves and positive cardiac enzymes. BP = 150/90 mm Hg, and all labs are normal; SCr =1.2 mg/dL. Home medications are aspirin 81 mg/day, simvastatin 40 mg every night, metoprolol 50 mg twice daily, and metformin 1 g twice daily.

This is the link to download the book:

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Rubric Detail

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Content

Name: NURS_6521_Week9_Discussion_Rubric

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  Excellent Good Fair Poor
Main Posting Points:

Points Range: 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Feedback:

Points:

Points Range: 40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Feedback:

Points:

Points Range: 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.

Feedback:

Points:

Points Range: 0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.

Feedback:

Main Post: Timeliness Points:

Points Range: 10 (10%) – 10 (10%)

Posts main post by day 3

Feedback:

Points:

Points Range: 0 (0%) – 0 (0%)

Feedback:

Points:

Points Range: 0 (0%) – 0 (0%)

Feedback:

Points:

Points Range: 0 (0%) – 0 (0%)

Does not post by day 3

Feedback:

First Response Points:

Points Range: 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues. .
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.

Feedback:

Points:

Points Range: 15 (15%) – 16 (16%)

Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues. .
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.

Feedback:

Points:

Points Range: 13 (13%) – 14 (14%)

Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Feedback:

Points:

Points Range: 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.

Feedback:

Second Response Points:

Points Range: 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues. .
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.

Feedback:

Points:

Points Range: 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.

Feedback:

Points:

Points Range: 12 (12%) – 13 (13%)

Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed. .
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Feedback:

Points:

Points Range: 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.

Feedback:

Participation Points:

Points Range: 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

Feedback:

Points:

Points Range: 0 (0%) – 0 (0%)

Feedback:

Points:

Points Range: 0 (0%) – 0 (0%)

Feedback:

Points:

Points Range: 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days

Feedback:

Show Descriptions Show Feedback

Main Posting

Levels of Achievement:

Excellent 45 (45%) – 50 (50%) 

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Good 40 (40%) – 44 (44%) 

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Fair 35 (35%) – 39 (39%) 

Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.

Poor 0 (0%) – 34 (34%) 

Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.

Feedback:

Main Post: Timeliness

Levels of Achievement:

Excellent 10 (10%) – 10 (10%) 

Posts main post by day 3

Good 0 (0%) – 0 (0%) 

 

Fair 0 (0%) – 0 (0%) 

 

Poor 0 (0%) – 0 (0%) 

Does not post by day 3

Feedback:

First Response

Levels of Achievement:

Excellent 17 (17%) – 18 (18%) 

Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues. .
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.

Good 15 (15%) – 16 (16%) 

Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues. .
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.

Fair 13 (13%) – 14 (14%) 

Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Poor 0 (0%) – 12 (12%) 

Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.

Feedback:

Second Response

Levels of Achievement:

Excellent 16 (16%) – 17 (17%) 

Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues. .
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.

Good 14 (14%) – 15 (15%) 

Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.

Fair 12 (12%) – 13 (13%) 

Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed. .
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Poor 0 (0%) – 11 (11%) 

Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.

Feedback:

Participation

Levels of Achievement:

Excellent 5 (5%) – 5 (5%) 

Meets requirements for participation by posting on three different days.

Good 0 (0%) – 0 (0%) 

 

Fair 0 (0%) – 0 (0%) 

 

Poor 0 (0%) – 0 (0%) 

Does not meet requirements for participation by posting on 3 different days

Feedback:

Total Points: 100

Name: NURS_6521_Week9_Discussion_Rubric

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Post a brief description of your patient’s health needs from the patient case study you assigned

Post a brief description of your patient’s health needs from the patient case study you assigned. Be specific. Then, explain the type of treatment regimen you would recommend for treating your patient, including the choice or pharmacotherapeutics you would recommend and explain why. Be sure to justify your response. Explain a patient education strategy you might recommend for assisting your patient with the management of their health needs. Be specific and provide examples.

Patient Case Study 1:

HH is a 68 yo M who has been admitted to the medical ward with community-acquired pneumonia for the past 3 days. His PMH is significant for COPD, HTN, hyperlipidemia, and diabetes. He remains on empiric antibiotics, which include ceftriaxone 1 g IV qday (day 3) and azithromycin 500 mg IV qday (day 3). Since admission, his clinical status has improved, with decreased oxygen requirements. He is not tolerating a diet at this time with complaints of nausea and vomiting.

Ht: 5’8”  Wt: 89 kg

Allergies: Penicillin (rash

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How will you use the concepts in this course to identify, guide and evaluate your final MSN practicum project?

What specific knowledge of the healthcare environment and leadership skills that you gained through this experience will be most important as you take on your future nurse-executive role? Describe a concrete way in which you anticipate using these skills and knowledge.

How will you use the concepts in this course to identify, guide and evaluate your final MSN practicum project?

Please review the American Nursing Credentialing Center (ANCC) nurse executive competencies (refer to the Week 1 lesson) and the American Nurses Association (ANA) Nursing Administration Standards of Professional Performance (refer to the Week 7 required reading: Marquis, B.L. & Huston, C.J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia: Lippincott Williams & Wilkins). Share how these will influence you as a nurse leader.

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In this Module’s Discussion, you were introduced to the concept of an academic portfolio to begin building your own brand. However, portfolios have value that goes beyond brand building.

In this Module’s Discussion, you were introduced to the concept of an academic portfolio to begin building your own brand. However, portfolios have value that goes beyond brand building. An academic and professional portfolio can also help you to build your own vision and mission and establish your development goals. In this regard, a portfolio becomes yet another tool in your toolbox as you build your success.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the fifth component–a portfolio for your academic and professional efforts.

To Prepare:

  • Consider your goals for academic accomplishments while a student of the MSN program.

The Assignment:

  • Using the Academic Success and Professional Development Plan Template document that you began to work on in Module 1 and have continued expanding throughout this course, you will develop a curriculum vitae (CV) in Part 5 based on your current education and professional background.
  • Write a statement identifying your professional development goals.
  • Write a statement proposing how you might align one or more of your professional development goals with the university’s emphasis on social change.

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Using AHRQ’s definition, what is health services research used for? How can health services research affect policy?

Visit the Agency for Healthcare Research and Quality ( https://www.ahrq.gov/funding/training-grants/hsrguide/hsrguide.html ) and after reading their “An Organizational Guide to Building Health Services Research Capacity”, discuss the following:

  1. Using AHRQ’s definition, what is health services research used for? How can health services research affect policy?
  • Then, refer to pages 34-40 in your text and describe the process of health services research. What topic in HSR would you choose to research? What problems in health services would you like to solve?

Required Textbook:

Health Services Research Methods 2edPublisher: CengageAuthor’s Name: Leiyu ShiISBN: 978-1-4283-5229-2

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He was out of the office and on the road three or four days a week, and when his paperwork mounted, he worked on the weekend to catch up. The director became a workaholic. He also became cranky

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MANAGEMENT CASE STUDY: Incentives & Motivation

Setting

A state voluntary health agency employed about 100 people, including a director of public and professional education. The director’s job was to work with numerous local units in facilitating community health education and professional staff development. The director, a highly motivated and very productive young man, was responsible for arranging community health fairs in local malls, educational components at fund-raising events, and two annual statewide seminars for professional development, one for doctors and one for nurses. He traveled frequently to the local units and was increasingly in demand as a consultant in other states and as a presenter at state and national meetings.

Problem

The director’s stress level was high because of his extensive responsibilities and his frequent acceptance of speaking engagements. He was out of the office and on the road three or four days a week, and when his paperwork mounted, he worked on the weekend to catch up. The director became a workaholic. He also became cranky

impatient, and somewhat depressed. His feelings of depression increased to the point where they negatively impacted his productivity. Alternatives Considered

Because the director had been so productive prior to the period of burnout, termination was not among the alternatives considered. Referral to a counselor for “burnout counseling” was considered, although no one knew an agency or counselor to handle the referral. The second alternative was for the administrator of the agency to attempt to handle the problem.

Actions Taken

The administrator called the director in for a one-hour appointment. Included in the meeting was a coworker (and personal friend) of the director. The manager expressed concern about stress and decreased effectiveness and voiced a desire to put together a plan that would help. When the expected denial and protestation occurred, the coworker on cue validated the observations of the administrator. The administrator then stated that the decision had already been made and that a plan would be developed and implemented as a condition of continued employment. According to the plan that was devised, the director would go on leave immediately, using 8 of 18 available sick leave days, and at least 2 and preferably 7 vacation days. A 2- to 3-week rest was mandated,

and all appointments and travel assignments would be canceled. All out-of-state travel would now have to be approved by the administrator, and the director was not to be on the road for more than 2 days a week for the next six months. Fax and phone conversations would have to suffice in some cases. Attendance at a stress management seminar at some time during the 6 months of restricted travel was mandated. The director was also to do some reading on delegating responsibility. At the end of the 6-month period, another conference would be held to re-evaluate the situation and determine if an additional six-month plan was necessary. A memo was written detailing the conference and the agreement. It was signed by all three persons who were present.

OUTCOME The forced sick leave and vacation time helped the employee see what he was allowing the job to do to his health and his family and understand the impact his condition was having on the job. He did the reading and attended the required workshop, and eventually he recovered from his depression to become a productive employee once again.

DISCUSSION QUESTIONS

1.      If the director had not voluntarily agreed to abide by the plan, under what conditions could termination have occurred? What kind of paper trail would be required? What options might exist if a sufficient paper trail did not exist?

2.      What other strategies might the administrator have used?

and also power point slides for the part that you are going working on it.email me when u done on mariamasly20@gmail.com

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we will be discussing the clinical preventive service and our role on disease prevention.

we will be discussing the clinical preventive service and our role on disease prevention.

A valuable website to review the screening prevention recommendations based on the latest evidence based practice :

https://www.uspreventiveservicestaskforce.org/Page/Name/home

On your discussion this week answer the following questions:

1.) What is the U.S. Preventive Task Force (USPTF)?

2. ) Select a disease for example colon cancer and discuss the screening age recommendations and the screening tools recommended for early prevention?

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This assignment will allow the student an opportunity to demonstrate their knowledge of the quality healthcare terminology.

Directions

This assignment will allow the student an opportunity to demonstrate their knowledge of the quality healthcare terminology.

Quality improvement is defined as “ongoing improvement of products, services or processes through incremental and breakthrough improvements” (ASQ 2016). Yet the field of quality improvement (QI) in organizations is filled with terms that are often used interchangeably. It is important to understand the differences in quality terminology. Compare and contrast the following definitions:

  1. Quality Control and Quality Assurance
  2. Total Quality (TQ) and Continuous Quality Improvement (CQI)
  3. Internal Stakeholders and External Stakeholders
  4. Accreditation of an Organization and Certification of an Organization
  5. Megasystems and Macrosystems

Format

Students should use the following format for their written assignment.

  1. Use APA format and cite sources, as necessary. If you need a refresher on APA, reference the APA Learning Unit. Do your resources meet the CRAAP test?
  2. You should have at least a minimum of one paragraph (3 to 5 sentences) for each terminology comparison.
  3. Make sure to use headers in your assignment.

No plagiarism

Textbook Title: Applying Quality Management in Healthcare: A Systems Approach

Edition: 4thAuthor: Patrice L. Spath and Diane L. Kelly

Publisher (Year): 2017Textbook ISBN: 978-1-56793-881-4

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What is proper etiquette for a job interview?

What is proper etiquette for a job interview?

What’s “good behavior” in a behavioral job interview?

1.   Tell me about yourself; please include years of experience as a nurse and   your previous work history.

2.   Where do you see yourself in 5 years? Please describe plans for education and   career advancement in the near future

3.   What are your career aspirations?

4.   How do you handle stress in the healthcare setting?

5.   What clinical skills do you possess that will be most beneficial to this   clinical practice?

6.   What are your strengths and weaknesses?

7.   Describe how you handled a difficult situation that has involved a patient,   physician or family member?

8.   How do you get along with your staff at your current position?

9.   Why should we hire you?

10.   What salary are you seeking?

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Does it matter what type of variables has been collected in the dataset?

Discuss the assumptions of parametric statistical testing versus the assumptions of nonparametric tests. Describe the differences in the distributions of the data. Discuss when a researcher would select a nonparametric approach and when they would select parametric tests for their data set. Does it matter what type of variables has been collected in the dataset?

Requirements:

  1. Be sure to support your statements with logic and argument
  2. More citing all sources referenced through the text
  3. 2 pages
  4. no plagiarism
  5. 3 Minimum references
  6. APA Style
  7. The references not older than 5 years  ago

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